Professional Education Unit Program Review Document 3: Program Experiences Preparation Program: Social Studies Degree: Bachelor of Arts Certification Level: 8-12 (Secondary) Preparation Level: Initial Rank Level: Rank III Date Submitted: February 1, 2010 Link to Undergraduate Catalog: Undergraduate Catalog State Regulation governing this program: 16 KAR 2:010 The following WKU faculty and staff have contributed to the development of this document: Richard Weigel
Transcript
Professional Education Unit
Program Review Document 3: Program Experiences
Preparation Program: Social Studies Degree: Bachelor of Arts
Introduction Program Relationship to Unit Conceptual Framework and Continuous Assessment Plan WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include: Teachers in elementary, middle, and high schools Library media specialists Principals and superintendents School counselors School nurses School psychologists Speech pathologists
All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. An abridged version of the Conceptual Framework is attached to this document as Appendix A. It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. Based on these values, the Professional Education Council adopted the unit-wide Continuous Assessment Plan. From this plan, each program developed a Program Assessment Plan (Appendix B). As can be seen from our plan, the first “Continuous Assessment Matrix” maps out how our program attempts to live out the unit-wide assessment vision. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards. Unless noted, all these assessments are collected within the unit’s Electronic Portfolio and Accountability Systems and are used to guide decisions as indicated in the Transition Points described in the Program Assessment Plan. The “Other Key Data Collection Matrix” identifies where other unit-wide data related to the unit Conceptual Framework are collected within our program. Furthermore, to ensure that all our program candidates work with diverse students, we have identified the clinical field placement associated with SEC 352 - Planning for Diversity as the designated experience where candidates are placed in diverse settings. We determined our most diverse settings by averaging the ethnic diversity of the schools in our service area (about 11%) and selecting schools as diverse that exceed this percentage. The following courses, assessments, and experiences provide additional opportunities for our program candidates to address topics related to diversity: SEC 351 Critical Performance – Lesson Planning SEC 352 Critical Performance - Planning for Student Diversity SEC 427-484 Critical Performance – Practice Teacher Work Sample EDU 489 Critical Performance – Teacher Work Sample In addition, the following content courses include topics related to diversity: ANTH 120, GEOG 101 and 110, HIST 358, 359, 360, 364, 365, 460, and 461, and SOCL 100.
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Finally, after the Professional Education Council adopted a unit-wide set of dispositions (see Appendix A), our program has identified the following courses and experiences where we or other field observers (e.g., cooperating teachers) assess our students’ display of behavior associated with these dispositions: EDU 250 – Introduction to Teacher Education, SEC 472-484 – Methods Courses, and SEC 490 – Student Teaching. Program Overview Brief Program Description The Social Studies program is a 60-hour major that prepares students to teach the basic Social Studies disciplines. The vast majority of the program’s courses are available at off-campus sites (Glasgow, Elizabethtown, and/or Owensboro), including many on-line. The only requirement all must take on campus is the capstone content course, HIST 498 Senior Seminar. This program, combined with 31 hours of Professional Education coursework and experiences, and 44/45 hours of General Education coursework, prepares candidates to be recommended for initial teacher certification. Standards Addressed by Program Kentucky Teacher Standards National Council for the Social Studies (NCSS)
A. Content Standards 1. Course Descriptions Core Education Courses EDU 250 – Introduction to Teacher Education: The introductory course to a career in education. The student will acquire basic knowledge of teacher ethics, career awareness, student diversity, and curriculum. Field experiences are required. Students are responsible for arranging their own transportation to designated or assigned sites. PSY 310 – Educational Psychology: A required educational psychology course for students seeking teacher certification. Educational psychology is designed to give the student a thorough understanding of the theories and principles of psychology as applied to teaching and learning. The students will demonstrate knowledge, understanding, and application of theories and principles of development, learning, memory, motivation, individual differences, instruction, classroom management, and measurement and evaluation. Psychology 310 may not be counted toward the psychology major or minor. SEC 351 – Teaching Strategies for Secondary Schools: Designed to develop a working knowledge of planning, implementation of instruction, assessment, and classroom climate for a student population. Field experiences in public schools are required for this course. Students are responsible for arranging their own transportation to designated or assigned sites. SEC 352 – Planning for Diversity: Designed to apply students' knowledge of teaching strategies and assessment in diverse learning environments. Field experiences in public schools are required. Students are responsible for arranging their own transportation to designated or assigned sites. SEC 453 – Management of Instruction: Designed to expand and refine the abilities of preservice teachers to create and maintain a positive learning environment, implement and manage instruction for diverse
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student populations. Field experiences in public schools are required. Students are responsible for their own transportation to designated or assigned sites. SEC 481 – Teaching Social Studies: Develops skills, procedures, and strategies for teaching social studies in middle and secondary schools. Field experiences in public schools and/or other appropriate settings away from campus are required in this course. Students are responsible for arranging their own transportation to designated or assigned sites. EDU 489 – Student Teaching Seminar: Analyzes the connection between teaching theory and actual practice. Portfolio refinement with the New Teacher Performance Standards will be emphasized. Field experiences in public schools and/or other appropriate settings away from campus are required. Pre-Service Teachers are responsible for their own transportation to designated or assigned sites. SEC 490 – Student Teaching: This is a 12-week assignment in a secondary school classroom as a part of the Professional Semester taken in the senior year. Core Content Courses HIST 119 - A survey of the political, social, cultural, and economic phases of western civilization to 1648. HIST 120 -- A survey of the political, social, cultural, and economic phases of western civilization since 1648. HIST 240 - A survey of the political, social, cultural, and economic phases of American life to the Civil War. HIST 241 - A survey of the political, social, cultural, and economic phases of American life since the Civil War. HIST 498 - A capstone course designed for senior history and social studies majors. This seminar will deal with themes that challenge the student to develop an overview of history. PS 110 - The essentials of the political system and processes, particularly at the national level, in the United States. ECON 202 - An introduction to basic descriptive, analytical and policy problems at the microeconomic level. The economic problems resulting from the disparity between human wants and the resources required to satisfy those wants will be studied with emphasis placed on the derivation and behavior of supply and demand functions and the role of prices in the allocation of scarce resources. ECON 203 - An introduction to basic macroeconomics dealing with descriptive, analytical and policy problems involved in the determination of aggregate income, employment and the price level. Areas of emphasis include money and banking, national income accounting and income-expenditure models. PSY 100 - An introductory course dealing with principles of behavior, scientific methods of psychology, measurement, learning, perception, motivation, development, personality, abnormal behavior, social behavior, intelligence, and other topics. SOCL 100 - Introduction to the basic concepts of society and culture, group behavior, population, class, minorities, community, social institutions and social changes.
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ANTH 120 - Introduction to the cross-cultural study of human behavior and society. Topics normally include environment and food, economics, social and political organization, marriage and family, culture and personality, religion, social movements, and social change. 2. Standard Alignment Matrices Program Alignment to Kentucky Teacher Standards Appendix B contains our Program Assessment Plan. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards. Program Alignment to Learned Society Standards: NCSS Table 1 demonstrates the alignment of our content courses with our learned society standards.
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LEARNED SOCIETY STANDARDS
(NCSS)
Table 1. Content Course Alignment to Learned Society Standards
People, Places, and Environments X X X X X X X Individual Development and Identity X X X X X X X X Individuals, Groups, and Institutions X X X X X X X X Power, Authority, and Governance X X X X X X X Production, Distribution, and Consumption X X X X X
Science, Technology, and Society X X X X X
Global Connections X X X X X X
Civic Ideals and Practices X X X X X X X
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3. Courses/Experiences that Address the Professional Code of Ethics In order for candidates to be admitted into WKU’s initial teacher preparation programs, they must first attend a Teacher Orientation during which the EPSB’s Professional Code of Ethics is discussed. At the conclusion of the orientation, candidates must sign that they have read and are committed to upholding the code of ethics. The introductory education foundations course, EDU 250, provides opportunities for candidates to discuss professional ethics. Furthermore, students in classroom and field experiences in EDU 250, SEC 475, and SEC 490 are observed and assessed on our unit-wide dispositions that include commitment to professional ethics.
B. KERA Initiatives The Combined Curriculum Document (CCD), located at the following url: http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Documents/, is a resource created by the Kentucky Department of Education to show the connection between the Academic Expectations (what students should know and be able to do as a result of their school experience), the Program of Studies (the minimum required content standards students shall be taught to meet the high school graduation requirements), and the Core Content for Assessment (the content that is appropriate to be included on the state assessment). The CCD subsumes these three Kentucky P-12 curriculum requirements under the umbrella of “Big Ideas.” Table 2 describes how we introduce our candidates to the CCD and to each of the “Big Ideas” associated with our education preparation program, as well as how we ensure our candidates are prepared to teach these concepts to meet the KDE P-12 curriculum requirements in their future P-12 classrooms.
Table 2: Program Alignment to KERA “Big Ideas” for Social Studies Big Idea 1 - The study of government and civics equips students to understand the nature of government and the unique characteristics of American representative democracy, including its fundamental principles, structure, and the role of citizens. HIST 240 and PS 110 Big Idea 2 – Culture is the way of life shared by a group of people, including their ideas and traditions. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. HIST 119, 120, 240, 241, 498; ANTH 120 Big Idea 3 – Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation, and the world. ECON 202, 203 Big Idea 4 – Geography includes the study of the five fundamental themes of location, place, regions, movement, and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has affected settlement and population, and how geographic factors influence climate, culture, the economy, and world events. GEOG 101, 110, 350, 360, 425, 430 Big Idea 5 – History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context. HIST 119, 120, 240, 241, 498, and all elective History classes in the program
C. EPSB Themes Our program is committed to graduating education professionals who are prepared to work with diverse students, to assess student learning, to understand the importance of literacy across the curriculum, and to close the achievement gap. Table 3 below delineates the courses in our program that ensure that education candidates are prepared in these areas.
Table 3: How Program Addressed EPSB Themes
COURSES
EPSB Themes
How Course Addresses Theme
Div
ersi
ty
Ass
essm
ent
Lite
racy
Clo
sing
A
chie
vem
ent
Gap
EDU 250 x x x This class is an introduction to the professional language
and pedagogy.
SEC 351 x x Students consider contextual factors and assessment when designing their curriculum units.
SEC 352 x x x The focus of the assignments in this is class is on diverse learners.
SEC 453 x x This is a classroom management course where the assignments are centered on creating positive and learning climates and organizing for instruction.
SEC 472-481 x x x These are the methods courses in which students design curriculum units that are tailored for all levels of learners.
EDU 489 x x x x
This is a culminating seminar that students take during their student teaching experience. It is designed to complement the student teaching experience and therefore it addresses ways to design and implement a unit of study and then assess and reflect on student learning.
EDU 490 x x x x Student teaching course where students create a professional development portfolio.
D. Program Faculty
See Table 4 on the next page.
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Table 4: Education and Content Faculty Information
Faculty Name
Highest Degree, Field, & University
Assignment: Indicate the role(s) of the
faculty member 1
Faculty Rank
2
Scholarship
3, Leadership in Professional Organizations, and Service4: List up to 3 major
contributions in the past 3 years 5
Teaching or other
professional experience in P-
12 schools
Status to institution
& education
unit 6
Richard Weigel
Ph.D. History Delaware Teach and advise Professor “Rome: Rise and Fall of a Civilization” on the History
Channel, Editor, De Imperatoribus Romanis website; Chair, General Education Comm. and History Department
FT/PT
Carol Crowe Carraco
Ph.D. History Georgia Teach Professor Western Kentucky University: The First 100 Years, 1906-2006; “Tom Clark: Local Historian”in John E. Kleber, ed., Thomas D. Clark of Kentucky: An Uncommon Life in the Commonwealth
FT/PT
Hugh Phillips
Ph.D. History Vanderbilt Teach Professor “The War Against Terrorism in Late Imperial and Early Soviet Russia,” Enemies of Humanity: The Nineteenth Century War on Terrorism, Isaac Land, ed.; “Stalin, Joseph,” and “Totalitarianism”, Ruud van Dijk, ed., Encyclopedia of the Cold War.
FT/PT
Robert Dietle
Ph.D. History Yale Teach Assoc. Prof. Enlightenment, Passion, Modernity (editor with M. Micale); Chair, History Department; General Education Commissioner
FT/PT
John Hardin Ph.D. History Michigan Teach Assoc. Prof. “A History of Desegregation at Western” in A Commemoration of WKU’s Integration/1956-2006 Co-Editor, Kentucky African American Encyclopedia
FT/PT
Patricia Ph.D. History Virginia Teach Assoc. Prof. Many Lives, Many Stories: A Biography Reader (with FT/PT
1 For example, faculty, clinical super clinical supervisor, department chair, etc. 2 For example, professor, associate professor, assistant professor, adjunct professor, instructor, administrator, etc. 3 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 4 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. 5 For example, three contributions of scholarship, leadership, and service might be 1) Scholarship - article published in a specific journal, 2) Leadership - officer of a state or national association,and 3) Service - an evaluation of a local school program. NOTE: You MUST provide evidence of SCHOLARSHIP. 6 Use these codes: FT/FT – full time to the university and full time to the unit/program; FT/PT – full time to the university and part time to the unit/program; or, PT/PT – part time to the university and part time to the unit/program.
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Minter K. Abbott); Faculty Regent, Chair, University Senate Tony
Harkins Ph.D. History Wisconsin Teach Assoc. Prof. Hillbilly; Editor, “Media Section,” Encyclopedia of
Appalachia; University Senate FT/PT
Glenn LaFantasie
Ph.D. History Brown Teach Assoc. Prof. Gettysburg Heroes; Gettysburg Requiem: The Life and Lost Causes of Confederate Colonel William C. Oates; Twilight at little Round Top
FT/PT
Andrew McMichael
Ph.D. History Vanderbilt Teach Assoc. Prof. Atlantic Loyalties: Americans in Spanish West Florida, 1785-1810; Chair, University Senate and University Curriculum Committee
FT/PT
Eric Reed Ph.D. History Syracuse Teach Assoc. Prof. “The Tour de France in the Provinces: Mass Culture and Provincial Communities’ Relations with the Broader World,” French Historical Studies; University Senate
FT/PT
Beth Plummer
Ph.D. History Virginia Teach Asst. Prof. Editor (with Robin Barnes), Ideas and Cultural Margins: Essays in Honor of H.C. Erik Midelfort; “Clerical Marriage and Territorial Reformation in Ernestine Saxony and the Diocese of Merseburg in 1522-1524,” Archive for Reformation History; Chair, University Curriculum Committee
FT/PT
Marc Eagle Ph.D. History Tulane Teach Asst. Prof. The Audiencia of Santo Domingo in the Seventeenth Century
FT/PT
Richard Keyser
Ph.D. History Johns Hopkins
Teach Asst. Prof. "The Transformation of Traditional Woodland Management: Commercial Sylviculture in Medieval Champagne," French Historical Studies; "'Agreement Supersedes Law and Love Judgment': Legal Flexibility and Amicable Settlement in Early-Twelfth-Century England," Law and History Review.
FT/PT
Thea Browder
Ph.D. History Wisconsin Teach Asst. Prof. “‘A ‘Christian Solution of the Labor Situation’: How Working Women Reshaped the YWCA’s Religious Mission and Politics,” Journal of Women’s History
FT/PT
Ed Yager Ph.D. Pol. Sci. Cal.Santa Barbara
Teach Prof. Ronald Reagan's Journey: Democrat to Republican FT/PT
Scott Lasley Ph.D. Pol. Sci. Iowa Teach Assoc. Prof. “Window of Opportunity: Candidate Reemergence in U.S. Senate Elections” 2007. Virginia Social Science Journal; “Overcoming the Challenges of Teaching Political Science in the Hispanic-Serving Classroom: A Survey of Institutions of Higher Education in Texas”
FT/PT
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with Sol Kiasatpour. 2008. Journal of Political Science Education
Soleiman Kiasatpour
Ph.D. Pol. Sci. California/Riverside
Teach Assoc. Prof. “Politics in Action: Wolves, Snowmobiles and Bison and the Greater Yellowstone Ecosystem”, with Christopher Whitfield, in Political Science & Politics; “Overcoming the Challenges of Teaching Political Science in the Hispanic-Serving Classroom: A Survey of Institutions of Higher Education in Texas” with Scott Lasley. 2008. Journal of Political Science Education.
FT/PT
Roger Murphy
Ph.D. Pol. Sci. Indiana Teach Assoc. Prof. 'Czech Diplomacy: Challenges and Opportunities' in East European Politics and Societies; University Senate
FT/PT
Cole Taratoot
Ph.D. Pol. Sci. Georgia State
Teach Asst. Prof. “E-Invasion of Privacy.” Studies in the Social Sciences; Administrative Law Judge Decisions Making in a Political Environment: 1991 - 2007
FT/PT
David Keeling
Ph. D. Geography Oregon Teach Professor Latin America's Transportation Conundrum. Journal of Latin American Geography; Chair, Geography Department
FT/PT
Mel Borland Ph.D. Economics Washington
Teach Professor "Course Presentation of the Joint-Products Problem with Costs Associated with Dumping," with R. Howsen, Economics of Education Review.
FT/PT
Brian Goff Ph.D. Economics George Mason
Teach Professor "Course Presentation of the Joint-Products Problem with Costs Associated with Dumping," with R. Howsen, Economics of Education Review; ””A Matched Pairs Analysis of State Growth Differences”, economic Inquiry.
FT/PT
Brian Strow Ph.D. Economics Vanderbilt
Teach Assoc. Prof. “Evidence That the Presence of a Half-Sibling Negatively Impacts a Child's Personal Development”, Am. Journal of Economics and Sociology; Bowling Green City Commissioner, 2004-2008.
FT/PT
David Zimmer
Ph.D. Economics Indiana Teach Asst. Prof. “After-School Supervision and Children's Cognitive Achievement.” The B.E. Journal of Economic Analysis & Policy,
FT/PT
Farley Norman
Ph.D. Psychology Vanderbilt
Teach Professor With Norman, J. F., Clayton, A. M., and Crabtree, C. E. (2008). Learning to perceive differences in solid shape through vision and touch,. Perception
FT/PT
Andrew Mienaltows
ki
Ph.D. Psychology Georgia Tech
Teach Asst. Prof. With Blanchard-Fields, F.,., & Seay, R. B., Age differences in everyday problem solving effectiveness: Older adults select more effective strategies for interpersonal problems. Journal of Gerontology:
FT/PT
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Psychological Sciences Jim Kanan Ph.D. Sociology Penn
State Teach Assoc. Prof. With Lee, Barrett A., and Towns, Price-Spratlen,
"Determinants of Homelessness in Metropolitan Areas." Journal of Urban Affairs; with Matthew V. Pruitt. “Modeling Fear of Crime and Perceived Victimization Risk: The (In)significance of Neighborhood Integration.” Sociological Inquiry
FT/PT
Gerry Daday Ph.D. Sociology New Mexico
Teach Asst. Prof. With Broidy LM, Crandall CS. (2008) Emergency Department Utilization among Victims and Offenders Involved in Non-Lethal Violence. Social Science and Medicine,; with Brody, L.M.,, Crandall CS, Sklar DP, and Jost, PF (2006) Exploring Demographic, Structural, and Behavioral Overlap Among Homicide Offenders and Victims. Homicide Studies .
FT/PT
Darlene Applegate
Ph.D. Anthropology Ohio State
Teach Assoc. Prof. Past Accomplishments and Future Directions: The Kentucky State Archaeology Plan (2nd edition), edited by David Pollack, pp. 341-608. Kentucky Heritage Council, Chair, University Curriculum Committee
FT/PT
Kate Hudepohl
Ph. D. Anthropology Tulane
Teach Assoc. Prof. “Community Agency and Tourism Initiatives in Carib Territory, Dominica.” Journal of HeritageTourism; University Senate; University Curriculum Comm.
FT/PT
Kolson Schlosser
Ph.D. Geography Penn State
Teach Asst. Prof. Teaching Cultural Geography with "Bend It Like Beckham." Journal of Geography
FT/PT
Jun Yan Ph.D. Geography Buffalo Teach Asst. Prof. Kernel Density Estimation of Traffic Accidents in a Network Space. Computers, Environment and Urban Systems
FT/PT
Cooksey, Elizabeth
EdD, Ed, U Louisville Faculty Other Scholarship: Editorial Board member - Worked on programs for NAME 2008 & 2009. Submitted chapter for NAME publication 2009. Submitted individual proposal to NAME. Leadership: Chair- Delta Sigma Theta Scholarship Committee. WKU International Committee member. Helped to develop ongoing program modules for course to update and define. Service: Helped develop ongoing program development for beginning education courses EDU 250 and development of a course in diversity. Worked on graduate program development. Work with high school English teachers and school curriculum committee at Bowling Green High School. Also curriculum work
FT/FT
Social Studies (IP) PRD 3 Page 13 of 33
with language arts teachers at Warren East Middle School. Co-sponsor of Kappa Delta Pi Honor Society.
Davison, Judy
EdD, Ed, U Northern Iowa
Faculty Assistant Professor
Scholarship & Awards: Davison, J.C. & McCain, T. (2007). Developing multicultural sensitivity through international student teaching: The challenges faced by a southern university. Growing a Soul for Social Change: Building the Knowledge Base for Social Justice. Charlotte, North Carolina: Information Age Publishing. Blaisdell, M.J., Bohning, K., Davison, J, Duerstock, B. et al.(contributors). In Stefanich, G. (Ed.). (2007). Classroom and laboratory modifications for students with disabilities. In G.P. Stefanich (Ed.), Science Teaching in Inclusive Classrooms: Models & Applications (pp.1-60). Washington, DC: National Science Foundation. Fulbright Senior Specialist appointments: University of Greenwich, England (May-June 2004) & National College of Ireland, Dublin, Ireland (Oct-Nov, 2007). Leadership: 6 year Academic Review Chair, NCATE steering committee, International Student Teaching co-chair. Service: International: WKU representative to COBEC. Fulbright Assn. International Education Task Force member. 2006-present. Fulbright Assn. International Arts Task Force member. 2006-present. National : UK Fulbright Teacher Exchange Liaison Project. Mentor for 2 UK educators. Rockford High School, Rockford, OH. & Boston College, Boston, MA., 2005-2006.
Developed & delivered on-site graduate course (EDU522) to assist in establishing graduate student cohorts. Supervised 18 Alternate Route interns. Region II FBLA Conference Judge. 2005 & 2006. Franklin Middle School Science Fair Judge. 2005.
FT/FT
Kacer, Barbara
PhD, Ed, U Iowa Faculty Associate Professor
SCHOLARSHIP: Serious games and deep learning: Is it possible?, The Professional and Development Network in Higher Education, The Professional and Development Network in Higher Education, Reno, NV. Faculty engaging faculty with five minute facets of teaching, The Professional and Development Network in Higher Education, The Professional and Development Network in Higher Education, Reno, NV. Five minute facets of teaching, 'The Scholarship of Teaching and Learning: Challenging Students to Think Critically and Learn Deeply', The Kentucky Council on
I coordinate the dual credit EDU 250 course. This involves visits to all schools/classrooms.
FT/FT
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Postsecondary Education, Lexington, KY. PROFESSIONAL ORGANIZATIONS: National Association for Multicultural Education, Program Committee. SERVICE:Treasurer and Chair of Finance Committee for Bowling Green/Warren County NAACP. University, Parking and Transportation Services, Committee Member, College, International Committee, Committee Member, College, FaCET Teaching Resource Faculty, Committee Member, College, FaCET Advisory Committee, Committee Member
McDonald, Michael
PhD, Ed, U Missouri-Columbia
Faculty Assistant Professor
Served as President of the National Association of Business Teacher Education (NABTE) 2006-2007 • Served as Past-president the National Association of Business Teacher Education (NABTE) 2008-present • Published in a nationally distributed yearbook with is blind-peer reviewed: McDonald, Michael L., LaBonty, Dennis, & Lacy, Richard C., (2007). Assessment for Teacher Certification/Licensure. NBEA Yearbook. National Business Education Association. Reston: VA.
Serve as the WKU Event Coordinator for the Region II FBLA District Competitions. • Arranged for Business & Marketing Education students to teach economics classes in P-12 schools in cooperation with junior achievement.
FT/FT
Moore, John PhD, Ed, U Kentucky Faculty Associate Professor
Publications: Moore, J.A. (2007). Civic engagement in teacher preparation: Standards, school/university partnership, and issues in the news, In K. Murtadha & R. Helfenbein (Eds.). Democracy and Civic Engagement: Implications for Teacher Preparation and a National Agenda for Inquiry (pp71-74). Washington, D.C: American Association of State Colleges and Universities. Moore, J.A. (2007). Constitution Day: Learning experiences for middle level interdisciplinary teams, Kentucky Middle School Journal 8(1) 51-56, Kentucky
Teacher Certification: Kentucky Middle Grades Social Studies (life) Kentucky High School Social Studies (life) North Dakota High School Social Studies
FT/FT
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Middle School Association/Eastern Kentucky University. National Presentations:2007 What Social Studies Urban Educators Should Know and Be Able to Do, National Council for the Social Studies, San Diego CA. 2007 Identifying Civic Engagement Opportunities in Teacher Education, American Association of State Colleges and Universities, Philadelphia, PA. 2006 Here Comes NCATE: Using Middle Level Student Assessment Data to Evaluate Middle Level Pre-service Teachers and Teacher Preparation Programs. National Middle School Association, Nashville, TN. State and National Offices Held:2006-present National Council for the Social Studies (NCSS) Board of Directors 2005-present Chair, NCSS Ad Hoc Committee for Recruitment of Under-represented Groups 2003-present Kentucky Council for the Social Studies Steering Committee Professional Development Activities:2006- Kentucky Core Content & Depth of Knowledge- Initial Training 2006- Thoughtful Education Workshop acknowledgment 2007- Great Depression Workshop
(life)
Stobaugh, Rebecca
PhD, Ed, U Louisville Faculty Assistant Professor
Scholarship: Papers Under Review- Stobaugh, R. R. Boosting Cognitive Complexity in Social Studies Assessments., Morehead: Social Studies Journal. Leadership in Professional Associations: Reviewer, Journal Article- August 1, 2006 - Present: National Middle School Association; Review publications to be published in the Middle School Journal..Teacher. Service: Program Organizer- November 13, 2008: WKU's student organization of ASCD; Planned a Regional Symposium for Sharing Best Practices for elementary teachers. Collaborated with WKU Teacher Services to present program and included WKU students to network and facilitate symposium. Guest Speaker- October 28, 2008: Future Educators of America; Co-presented with students four sessions to Future Educators of America students on topics
Teacher, 7 years public schools Principal, 3 year public schools
FT/FT
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including lesson planning and information about the teacher education program. Teacher Educator- September 1, 2008 - May 1, 2009: Education Professional Standards Board; Supervised 6 KTIP interns.
Tassell, Janet
Ph.D., Curriculum & Instruction, Indiana
University
Faculty Assistant Professor
Scholarship: Kloosterman, P., Tassell, J. L., Essex, K., and Ponniah, A. (2008). Perceptions of Mathematics and Gender. /School Science and Mathematics/, /108/, 149-162. Tassell, J., Kemp, J., Litkenhus, D., Schriefer, M. (October, 2006). Progress report vs. report card – one district’s challenge./ Technos E-zine/./ / http://www.ait.net/technos/e-zine/articles/progress_report.php// Presentations Fall 2008: NEI “Using Locally-Developed Formative Benchmarks and Assessments to Improve Student Learning” “A District’s Journey: Standards-Based Reporting (A Result of Systemic Change)” Grants: * Awarded: Pie Grant – Math Comic Books * Awarded: Javits Grant – The Center for Gifted Studies * Awarded: Teacher Quality – Mathematics and Science Improvement Targeting 7th Grade Teachers Professional Development: Fall 2008: * Critical Thinking at WKU * Engaging the Spirit at WKU * National Evaluation Institute CREATE conference * Book Talk on /The Last Lecture/ * Research Networking with ORD * Creativity Institute presented by Bonnie Crammond – WKU Center for Gifted Studies Leadership in Prof. Associations: Service: SKyTeach Steering Committee Middle Grade EPSB Folio Co-Chair for Development MAE Master's Redesign Assessment Course Committee
* North Spencer County School Corporation, Lincoln City, IN - Summer ’98-Dec. 2007 Director of Learning and Assessment P-12 * Indiana University, Bloomington, IN - Summer ‘91-’95 Teacher/Counselor: GT College for the Youth gr. 4-12 * Heritage Hills H.S., Lincoln City, IN - 1998-2000 Teacher: Writing and Math Lab gr. 9-12, Fall ‘94-‘98 Teacher: Problem Solving I, Algebra I and II, Spring ‘95 gr. 9-12 * F.J. Reitz H.S., Evansville, IN - Fall ‘92-Spring’94 Teacher: Pre-Algebra, Honors and Reg. Alg. II, AP Calc. * Beiger Jr. H.S., Mishawaka, IN -
FT/FT
Social Studies (IP) PRD 3 Page 17 of 33
Fall ‘91-Spring’92 Teacher: G/T 8th grade Algebra I, G/T 7th grade Pre-Algebra, 8th grade Pre-Algebra, 7th grade technology
Social Studies (IP) PRD 3 Page 18 of 33
E. WKU Curriculum Contract
Bachelor of Arts in Social Studies Leading to the Provisional Certificate for Teaching Social Studies Grades 8-12
Student Contact Information: Last, First Middle WKU ID Number Street Home Phone Number City State Zip Code E-mail Address Specific degree requirements with advisement sheets attached.
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WESTERN KENTUCKY UNIVERSITY --- CURRICULUM CONTRACT
Bachelor of Arts in Social Studies Leading to the Provisional Certificate for Teaching Social Studies Grades 8-12
SOCIAL STUDIES COURSES (TOTAL = 60) ___ HIST 119 West Civ I 3 ___ HIST 120 West Civ II 3 ___ HIST 240 U.S. Hist I 3 ___ HIST 241 U.S. Hist II 3 ___ HIST 498 Senior Seminar 3 ___ HIST US Hist (upper level) 3 ___ HIST Eur Hist I (upper level) 3 ___ HIST Eur Hist II (upper-level) 3 ___ HIST non-western (upper-level) 3 ___ PS 110 Am Govt 3 ___ PS 250 or 260 Comp or Int Govt . 3 ___ PS 310, 316, 326, 327, 328, 370 3 ___ GEOG 101 or 110 3 ___ GEOG 350 or 425 3 ___ GEOG 360 or 430 3 ___ ECON 202 Micro 3 ___ ECON 203 Macro 3 ___ PSY 100 Intro 3 ___ ANTH 120 Cultural 3 ____SOCL 100 Intro 3
Delineation of Unit/Program Transition Points – Initial Preparation Transition Point 1: Admission to Education Preparation Programs
Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By Unit Level Data:
Each Month Professional Education Council
Admission Application Completion of application Overall GPA 2.5+ Adherence to Professional Code of Ethics Candidate signature Speech Proficiency C or higher in speech course Writing Proficiency 2.5+ average, no course lower than C Test Scores ACT (21+) or
SAT (990+) or PPST (173 – M, 173 – R, 172 – W) or GRE (800+ and 3.5+ writing assessment) or GAP (2000+ and 3.5+ writing assessment)
Faculty Recommendations (Unit Dispositions) All positive Transition Point 2: Admission to Final Experience (e.g., Student Teaching, Clinical Practice, Culminating Assessment)
Data Reviewed Minimal Criteria for Continuation Review Cycle Reviewed By Unit Level Data:
Each Semester Professional Education Council
Admission to Education Preparation Admission GPAs 2.5+ overall
2.5+ professional education courses 2.5+ content courses
Semester Hours Completed 90+ hours (including 75% of content courses) Dispositions Scores All dispositions average “At Standard” (3+) Critical Performance Scores 3.0+ overall
2.5+ per Kentucky Teacher Standard measured Transition Point 3: Program Exit
Data Reviewed Minimal Criteria for Exit Review Cycle Reviewed By Unit Level Data:
Each Semester Office of Teacher Services
Seminar Course Grade C or higher - based on Teacher Work Sample holistic score of 2+
Student Teaching Grade C or higher - based on 7+ Kentucky Teacher Standards at or above “Proficient” (3+), no Standard below “Developing” (2), AND 11+ dispositions “At Standard” (3+)
To be recommended for initial certification, an applicant must document: Completion of an approved teacher preparation program in each desired certification area; Passing score(s) on the appropriate PRAXIS II exam(s) (e.g., Content, PLT) or other assessments required for
each desired certification area; Achievement of at least a 2.5 GPA overall, in each major and minor, and in professional education courses; Attainment of at least a “C” in all professional education courses, including EDU 489 and student teaching; and Completion of a portfolio based on the Kentucky Teacher Standards.
EPSB Disclaimer: Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.epsb.ky.gov for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667.
The following education and content course syllabi associated with this program are available for review at http://edtech.wku.edu/peu/course-syllabi-epsb.htm:
Secondary Education Courses EDU 250 – Introduction to Teacher Education PSY 310 – Educational Psychology SEC 351 – Teaching Strategies for Secondary Schools SEC 352 – Planning for Diversity LTY 444 – Reading in the Secondary Grades SEC 453 – Management of Instruction SEC 475 – Teaching Language Arts EDU 489 – Student Teaching Seminar SEC 490 – Student Teaching Social Studies Courses HIST 120 – History of Western Civilization Since 1648 HIST 240 – US History Through 1865 HIST 360 – History of Africa PS 110 – American National Government PS 310 – The American Presidency GEOG 110 – World Regional Geography GEOG 465/540 – Geography of Asia ECON 202 – Principles of Macroeconomics PSY 100 – Introduction to Psychology
Mission The professional education unit of Western Kentucky University recruits, prepares, and supports
school practitioners and education leaders who can facilitate the learning of all children and empower them to achieve at high levels as they become life-long learners and productive citizens in a global society.
Vision The professional education unit aspires to become a nationally recognized community of scholars who
apply the best that theory, research, and experience can contribute to teaching and learning and create new knowledge that makes teaching, learning, and the operation of school more efficient and effective.
Beliefs About Children & Schools BELIEF 1 All children can learn at high levels.
BELIEF 2 All children have a right to a quality education that empowers them to meet high expectations for learning as defined by a democratic society.
Beliefs About Education Professionals BELIEF 3 Diversity in our schools adds richness to the learning environment and provides enhanced opportunities and possibilities for teaching and learning.
BELIEF 4 Highly effective education professionals require high levels of ability, rigorous training, and on-going development of teaching/leadership skills that include reflective decision-making. BELIEF 5 Highly effective education professionals know, apply, and reflect on the effectiveness of a variety of theories, models and strategies in order to produce maximum learning for all students in all types of school contexts and cultures. BELIEF 6 Highly effective education professionals interact with the home and/or community of their students to facilitate teaching and learning. BELIEF 7 Highly effective education professionals have a strong content knowledge, sound pedagogical knowledge and skills, and essential dispositions for facilitating learning and functioning as team members in schools. • WKU has adopted the following knowledge and skills as key to the success of education
professionals:
Social Studies (IP) PRD 3 Page 24 of 33
Kentucky’s Teacher Standards Standard 1 – Content Knowledge: Demonstrates a current and sufficient knowledge of certified content areas to develop student knowledge and performance in those areas Standard 2 – Designs/Plans: Designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 3 – Learning Climate: Creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 4 – Implements/Manages: Introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 5 – Assessment: Assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 6 – Technology: Uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research Standard 7 – Reflection: Reflects on and evaluates specific teaching/learning situations and/or programs Standard 8 – Collaboration: Collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 9 – Professional Development: Evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a professional development plan Standard 10 – Leadership: Provides professional leadership within the school, community, and education profession to improve student learning and well-being
Social Studies (IP) PRD 3 Page 25 of 33
• WKU has adopted the following dispositions as key to the success of education professionals:
Candidate Values… As Demonstrated by…
Learning
Attendance - Consistently attends class and is on time Class participation - Actively engaged and interested in the class activities Class preparation - Consistently comes to class well prepared Communication - Uses language to express ideas very effectively regardless of the age of the listener
Personal Integrity Emotional control - Displays steady emotional temperament, is receptive to viewpoints of others and their suggestions Ethical behavior - Shows self to be a person of strong character
Diversity Willingly works with others from different ability, race, gender, or ethnic groups
Collaboration Actively seeks out and incorporates ideas of others and willingly works with others to improve the overall environment
Professionalism
Respect for school rules, policies, and norms - Knows school rules and policies, follows them consistently, understands the purpose of regulations and respects their intent Commitment to self-reflection and growth - Actively seeks suggestions and constructive criticism, regularly engages in learning through self-reflection Professional development and involvement - Makes use of information from professional organizations, professional publications, and educational resources Professional responsibility - Accepts responsibility for own actions and for helping all students learning and actively seeks self-improvement
BELIEF 8 Highly effective education professionals utilize technology for teaching and learning, assessment management, and research to the greatest extent possible.
Beliefs About Assessment and Accountability BELIEF 9 Highly effective education professionals hold themselves accountable for their own performance by collecting, analyzing, and reporting learning results and using this information to improve performance and programs. BELIEF 10 Highly effective education units develop and maintain assessment systems that follow the continuous progress of candidates toward the achievement of high standards-based performance expectations that are clearly defined and publicly communicated.
2: Admission to Culminating Assessment and Final Clinical Experience 3: Program Exit
*All initial preparation programs collect these data.
Social Studies (IP) PRD 3 Page 29 of 33
How Data Fit and Are Used Within the Electronic Accountability System
DEMOGRAPHICS WKU Professional Education Unit Electronic Accountability System Components REPORTS
COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT
4 COMPONENT 5
Admission Data Electronic Portfolio System
Early Clinical Experiences Final Clinical
Experience Culminating Assessment
Data Certification &
Praxis Follow Up Surveys
INITIAL PREPARATION
Data entered by Office of Teacher
Services after Student
Orientation
Course Based Critical
Performances uploaded by
candidates and scored by
faculty
Data entered by Curriculum & Instruction
staff after candidates
submit Fieldwork
Summary Form
Data entered by Office of
Teacher Services
Teacher Work Sample Scores
entered electronically
by faculty & Ed Technology
Data entered by Office of Teacher
Services
Electronic survey data merged into
Accountability System
ADVANCED PREPARATION
Data entered by Office of Teacher
Services after Graduate Admission
Course Based Critical
Performances uploaded by
candidates and scored by
faculty
Data currently
housed by each program
Data currently
housed by each program
Course Based Critical
Performances uploaded by
candidates and scored by
faculty
Data entered by Office of Teacher
Services
Data currently housed by each
program
TRANSITION POINTS 1: Program
Admission 2: Admission to Culminating Assessment and/or Final Clinical Experience
(Overlap in some AP Programs) 3: Program Exit
*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.
Social Studies (IP) PRD 3 Page 30 of 33
Critical Performance Assessment Alignment Matrix (Current: Spring 2008) Secondary Education Initial Preparation Program (Social Studies)
Core
Education Courses
Kentucky Teacher Standards 1 2 3 4 5 6 7 8 9 10
Content Knowledge Designs/Plans Learning
Climate Manages
Instruction Assessment Technology Reflection Collaboration Professional Development Leadership
EDU 250
Learning Climate
Educational Philosophy
KTS in Practice
PSY 310 Motivation
Piaget
SEC 351
Lesson Plan Lesson Plan
Peer Teach Peer Teach
Prof. Growth Plan Prof. Growth
Plan Prof. Growth Plan
SEC 352 Planning for
Diversity Planning for Diversity Planning for
Diversity Planning for
Diversity Planning for
Diversity Planning for
Diversity
Textbook Analysis Textbook Analysis
SEC 453
1st Days Plan 1st Days Plan
Collaboration & Leadership Collaboration
& Leadership Prof. Growth
Plan Prof. Growth Plan Prof. Growth Plan
SEC 481 Practice TWS Practice TWS Practice TWS
EDU 489 TWS TWS TWS TWS TWS TWS TWS
SEC 490 Student
Teaching Evaluation
Student Teaching
Evaluation
Student Teaching
Evaluation
Student Teaching
Evaluation
Student Teaching
Evaluation
Student Teaching
Evaluation
Student Teaching Evaluation
Student Teaching Evaluation
Student Teaching Evaluation
Student Teaching
Evaluation
Social Studies (IP) PRD 3 Page 31 of 33
Delineation of Unit/Program Transition Points – Initial Preparation (Draft) Transition Point 1: Admission to Education Preparation Programs
Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By
Unit Level Data:
Each Month
Professional Education
Council
Admission Application Completion of application Overall GPA 2.5+ Adherence to Professional Code of Ethics Candidate signature Speech Proficiency C or higher in speech course Writing Proficiency 2.5+ average, no course lower than C Test Scores ACT (21+) or
SAT (990+) or PPST (173 – M, 173 – R, 172 – W) or GRE (800+ and 3.5+ writing assessment) or GAP (2000+ and 3.5+ writing assessment)
Faculty Recommendations Unit Dispositions) All positive (18+) Transition Point 2: Admission to Student Teaching/Internship
Data Reviewed Minimal Criteria for Continuation Review Cycle Reviewed By
Unit Level Data:
Each Semester
Professional Education
Council
Admission to Education Preparation Admission GPAs 2.5+ overall
2.5+ professional education courses 2.5+ content courses
Semester Hours Completed 90+ (including 75% of content courses) Dispositions Scores All dispositions average “At Standard” (3+) Critical Performance Scores 3.0+ overall
2.5+ per Kentucky Teacher Standard measured Transition Point 3: Program Exit
Data Reviewed Minimal Criteria for Exit Review Cycle Reviewed By
Unit Level Data:
Each Semester
Office of Teacher Services
Seminar Course Grade C or higher - based on Teacher Work Sample holistic score of 2+
Student Teaching Grade C or higher - based on 7+ Kentucky Teacher Standards at or above “Proficient” (3+), no Standard below “Developing” (2), AND 11+ dispositions “At Standard” (3+)
Additional Program Specific Data (if any): Remediation Opportunities: TP 1: Candidates may continue to submit Faculty Recommendations until three are positive. TP 2: Candidates may request additional instruction from faculty and may resubmit Critical Performances in order to improve their scores. TP 3: Candidates may request additional instruction from faculty and may resubmit the Teacher Work Sample in order to improve their score. Candidates may repeat student teaching.
Social Studies (IP) PRD 3 Page 32 of 33
Other Key Data Collection Matrix
Preparation Program: Social Studies Education (Initial Preparation)
CF Values Unit-Wide Assessment Program Level Data Collection Points (Courses)
1 2 3 4 5
Dispositions Dispositions Form EDU 250 SEC 475 EDU 490
Field Experiences & Clinical Practice Early Clinical Experience Summary Information EDU 250 SEC 475
Field Experiences & Clinical Practice Final Clinical Experience Summary Information EDU 490
KTS/Impacts P-12 Student Learning Capstone Assessment EDU 489
KTS/Dispositions Final Clinical Experience Evaluation EDU 490
KTS Exit Survey EDU 489
Diversity* Early Clinical Experience Summary Information SEC 352
*Please indicate the course or experience your program uses to guarantee that all candidates work with diverse students.
Social Studies (IP) PRD 3 Page 33 of 33
Annual Program Assessment Report Outline (Due September 15) Academic Year ___________
1. Present your continuous assessment results in the following areas:
a. Admission Data b. Course Based Assessment Data
c. Clinical Experiences Data – Be sure to include dispositions assessment
results, P-12 student diversity statistics, and results of efforts to ensure all candidates work with diverse students.
d. Culminating Assessment Data – Be sure to include impact on P-12 student
learning data.
e. Exit and Follow Up Data
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards (Advanced Programs) AND other key Conceptual Framework values. Be sure to describe what the results tell you about your candidates’ progress toward/proficiency on each standard/CF value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings, department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on your assessment results.
b. Describe any program curriculum or experience changes you have
made/will make based on your assessment results.
c. Describe any decisions about group/individual student progress you have made/will make based on your assessment results.
